Materials:

Late Pre-Alphabetic	Refer to the Late Pre-Alphabetic Microphase guidance document
Early Partial	Use CVC word cards that contain the short vowels sounds /ă/, /ĭ/, and /ǔ/.
Late Partial	Use CVC and CVCC word cards that contain the short vowel e (e.g. shed, tent, bend) and words that have a short vowel sound followed by a FLOSS letter (i.e. stuff; fall).
Early Full	Use word cards with closed two-syllable words that have a double middle consonant (e.g. muffin, zipper) or a compound word (e.g. backpack, granddad). Students listen to the vowel sound in the first syllable as they play.
Middle Full	Use word cards with the r-controlled vowel patterns -ar, -or, -er, -ir, and -ur. As students play, the patterns -er, -ir, and -ur are a “match” as they make the same sound.
Late Full	Use word cards with the long vowel patterns -ie, -igh, -ay, and -ay. , -or, -er, -ir, and -ur. As students play, the patterns -igh and -ie, as well as -ai and -ay, are a “match” as they make the same sound.

Fluency

Roll and Write

Materials:

Dice (6-sides); one per student.
Blank Recording Sheet, numbered 1-6 (one per student) where students will record words.
Word List, numbered 1-6 with chosen words for each microphase next to each number.

All Microphases

Use high-frequency words that have been introduced up through, and including, the current cycle for each microphase.

Fluency Practice: Buddy Reading

Materials:

Directions:

Students work in pairs.

Student A reads aloud to Student B while they follow along for half the rotation time.
Then students switch roles. If a partner is not available, consider allowing students to read with a “Reading Buddy" stuffed animal or drawing.

Fluency Check-in

Materials:

Late Pre-Alphabetic and Early Partial	Fluency Check Bookmark A
Middle and Late Partial	Fluency Check Bookmark B
Full and Consolidated	Fluency Check Bookmark C

Directions:

All students rate themselves on how well they think they are doing with aspects of fluency by filling in the stars (1 = Need to improve . . . 4 = Got it!) and circle the aspect of fluency they will focus on improving.
Students completing Fluency Bookmarks B and C set a specific fluency goal, and students completing Fluency Bookmark C add a brief plan for reaching their goal

AIR

Materials:

Wide range of independent reading texts for each student
Accountable Independent Reading (AIR) Response Bookmarks, differentiated by microphase below:

Pre-Alphabetic and Partial Microphases	Students in these microphases complete the AIR Response (A) bookmark for all texts.
Full and Consolidated Microphases	Students in these microphases complete the AIR Response (B) bookmark for informational texts and/or AIR Response (C) bookmark for fictional texts.

Directions:

Set Goals, Choose Book, Read, and/or Respond to Reading

Students independently read a text of their choice, based on interest and/or reading goals and set a goal for their reading, with teacher support.

Consider using the bookmarks linked above to track these goals.

Students completing AIR Bookmark A should circle whether their text was informational or fiction and fill in the stars based on how much they enjoyed the text (1 = Didn’t like . . . 4 = Loved it!). Then, they draw or write why they rated the text as they did.
Students completing AIR Bookmark B (informational texts) record the text’s title and author, then state what they think the author was trying to teach the reader, write a fact or two they learned, rate the text, and explain why they rated the text as they did.
Students completing AIR Bookmark C (fictional texts) record the text’s title and characters, briefly describe what happened in the beginning, middle, and end of the story, rate the text, and explain why they rated the text as they did. On AIR Bookmarks B and C, students choose the next text they’ll read, with the goal of reading a wide range of texts.

Writing

Materials:

Variety of paper (unlined, some lines and a box for an illustration, lined)
For some in the Pre-Alphabetic and Early Partial microphases, consider providing paper with a sentence starter or fill-in-the-blanks.

Directions:

Students continue writing from the modules, freewrite, and/or write to one of the following suggested prompts:

Write about what treat you like to have for dessert.
Chip found the milkshake on the bench. Write about something you found that made you happy.

Skills Flex Video

Materials:

Directions:

Students watch the Skills Flex video assigned to their group and complete all activities as instructed by the onscreen teacher

	Video
Late Pre-Alphabetic	N/A
Early Partial	Kindergarten, Module 3, Cycle 15, Lesson 79
Middle Partial	Grade 1, Module 2, Cycle 6, Lesson 34
Late Partial	Grade 1, Module 3, Cycle 13, Lesson 69
Middle Full	Grade 1, Module 4, Cycle 20, Lesson 104
Late Full	Grade 2, Module 1, Cycle 2, Lesson 9

Grade K, Module 3, Cycle 15, Lesson 79